Journal articles: 'Teachers' Federation'

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Kass, Dorothy, and Martin Sullivan. "The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League." History of Education Review 49, no. 2 (January 23, 2020): 133–47. http://dx.doi.org/10.1108/her-07-2019-0026.

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Purpose Originally written in the 1990s but unpublished, the paper is now revised; the purpose of this paper is to examine the context of the formation of the Educational Workers League of NSW in 1931 with particular emphasis on the NSW Crown Employees (Teachers) Conciliation Committee and the enactment of its agreement in the worsening economic conditions of the Depression. The aims, reception and possible influence of the League on Federation policy and practice are addressed. Design/methodology/approach Primary source material consulted includes the minutes of the Conciliation Committee’s sittings from September 1927 to July 1929; papers relating to the Educational Workers League held in the Teachers Federation Library; and the Teachers Federation journal, Education. Findings The Conciliation Committee’s proceedings and outcomes had far reaching implications. The resultant salary agreement received a hostile reception from assistant teachers and fuelled distrust between assistants and headmasters. As economic depression deepened, dissatisfaction with the conservative leadership and tactics of the Federation increased. One outcome was the formation of the radical, leftist Educational Workers League by teachers, including Sam Lewis, who would later play key roles within the Federation itself. Originality/value While acknowledging the extensive earlier work of Bruce Mitchell, the paper contributes to a deeper understanding of teacher unionism and teacher activism in the 1920s and 1930s. Apart from brief attention by Federation historians in the 1960s and 1970s, there has been no history of the formation, reception and significance of the Educational Workers League.

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Spaull, Andrew. "The Australian teachers’ federation (1921–1991)." Melbourne Studies in Education 42, no. 1 (May 2001): 93–109. http://dx.doi.org/10.1080/17508480109556378.

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Mancini, Chantal. "Austerity, Struggle, and Union Democracy: Bill 115 and the Ontario Secondary School Teachers’ Federation, an Insider View." Labor Studies Journal 45, no. 1 (February 2, 2020): 8–31. http://dx.doi.org/10.1177/0160449x20901646.

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In 2012, unions representing teachers and education workers in Ontario, Canada, were faced with Bill 115, legislation used by the provincial government to impose a collective agreement upon education workers and remove their right to strike. With a specific focus on the Ontario Secondary School Teachers’ Federation, this paper is an insider view of how Bill 115 and the external political contexts of the time affected Ontario Secondary School Teachers’ Federation’s internal democratic practices at the height of the struggle. It employs theories of union democracy in order to consider how external forces can shape teacher unions’ internal democracy, and how the competing pressures faced by union leaders can impact their actions and decisions. This paper takes the view that internal union democracy is an important consideration in teacher unions’ resistance to government austerity agendas.

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Rosenberg, Karen. "National Federation of Nurses to Join Teachers’ Union." AJN, American Journal of Nursing 113, no. 5 (May 2013): 16. http://dx.doi.org/10.1097/01.naj.0000430220.83950.21.

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Phelps, Christopher. "Why Did Teachers Organize? Feminism and Socialism in the Making of New York City Teacher Unionism." Modern American History 4, no. 2 (July 2021): 131–58. http://dx.doi.org/10.1017/mah.2021.11.

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What prompted New York City teachers to form a union in the Progressive Era? The founding of the journal American Teacher in 1912 led to creation of the Teachers’ League in 1913 and then the Teachers Union in 1916, facilitating formation of the American Federation of Teachers (AFT). Despite historiographical claims that teacher union drives needed a focus on bread-and-butter issues to succeed, ideals of educational democracy and opposition to managerial autocracy motivated the Teachers’ League. Contrary to claims that early New York City teacher unionism was unrepresentative because dominated by radical male Jewish high-school instructors, heterogeneous majorities of women and elementary school teachers formed the Teachers’ League and Teachers Union leaderships. Board of Education representation, maternity leave, free speech, and pensions were aims of this radically democratic movement led by socialists and feminists, which received demonstrably greater mass teacher support than the conservative feminism of a rival association.

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Stagg Peterson, Shelley, Cathy Marks Krpan, Larry Swartz, and Jane Bennett. "University Faculty, Colleagues and Teachers’ Federation as Mentors in Collaborative Action Research." Articles 45, no. 2 (February 7, 2011): 255–72. http://dx.doi.org/10.7202/045607ar.

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This research reports on collaborative research projects supported by a teachers’ federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers’ colleagues, and the teachers’ federation served as mentors for participating teachers. The action research resulted in change in teachers’ practice and in the development of leadership skills.

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Husnutdinova, M. R. "Social Status of the Teaching Profession: Self-Determination in Russian Teachers." Психологическая наука и образование 22, no. 4 (2017): 38–48. http://dx.doi.org/10.17759/pse.2017220406.

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There is a sharp contradiction between the high importance of work performed for society and a low professional status of general education teachers in the Russian society.The article presents outcomes of a sociological survey “Professional Identity of Modern Teacher” carried out by the Monitoring Research Department of the Moscow State University of Psychology & Education in the spring of 2016.This survey reflects the teachers’ self-assessment of the status of their profession.A total of 1,024 teachers of general education organizations were surveyed in 9 federal districts of the Russian Federation, except the Crimea.The survey was conducted on a three-stage stratified probabilistic sample.The research model of the teacher's social status includes the analysis of the three leading components: prestige, respect and satisfaction with work process.According to the results of the survey, despite the teachers' low assessment of the social prestige of their professional group, they perceive their activities as respected by students and their parents, and also feel satisfied with the results of their work.

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Lines, Patricia A. "Interview with Al Shanker, President, American Federation of Teachers." Religion & Public Education 13, no. 4 (October 1986): 81–84. http://dx.doi.org/10.1080/10567224.1986.11487949.

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Sukarieh, Mayssoun, and Stuart Tannock. "The American Federation of Teachers in the Middle East." Labor Studies Journal 35, no. 2 (October 10, 2008): 181–97. http://dx.doi.org/10.1177/0160449x08325993.

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Cochran, Natasha, and Lynn Lemisko. "Conduct Unbecoming? Teacher Professionalism, Ethical Codes, and Shifting Social Expectations." in education 26, no. 2 (June 3, 2021): 51–74. http://dx.doi.org/10.37119/ojs2021.v26i2.476.

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In this paper, we share findings from a historical investigation into changing expectations regarding teacher conduct as connected to the evolving Saskatchewan Teachers’ Federation Code of Ethics and the eventual proclamation of a Government-mandated teacher regulatory board. This study was based on the idea that views of appropriate conduct embedded in ethical codes evolve in relation to shifting societal norms and values. We demonstrate that the tone and content of ethical codes of conduct for Saskatchewan teachers transformed from explicit and concrete to abstract and ambiguous. Keywords: conduct unbecoming; code of ethics; teacher regulation; teaching profession

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Altynikova, N. V., and A. A. Muzaev. "Subject and Methodological Competencies in Teachers: Testing the Unified Federal Evaluation Tools." Психологическая наука и образование 24, no. 1 (2019): 31–41. http://dx.doi.org/10.17759/pse.2019240102.

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The article describes the main approaches to developing and testing the unified federal evaluation tools (UFET) used for studying subject and methodological competencies of teachers in the Russian Federation. The authors propose a level assessment model of teacher competencies based on the professional standard for teachers. Results of the research helped to identify the shortcomings of teacher training which make carrying out professional activities difficult for teachers. The article describes the terms of using UFET in the procedures of teacher certification and presents the main developmental directions for the current system of continuing teacher education. The authors argue that applying UFET at different stages of teacher training and professional development may ensure the formation of more effective individual educational routes for every teacher aimed at eliminating their professional deficits and improving the standards of education in general.

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Stelly, Linda. "Excerpt from: 'National Model' or Flawed Approach? A Report by the United Teachers of New Orleans, Louisiana Federation of Teachers and the American Federation of Teachers, November, 2006." High School Journal 90, no. 2 (2006): 23–26. http://dx.doi.org/10.1353/hsj.2007.0007.

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Margolis, A. A., M. A. Safronova, A. S. Panfilova, and L. M. Shishlyannikova. "Outcomes of Independent Evaluation of General Professional Competencies in Future Teachers." Психологическая наука и образование 23, no. 1 (2018): 64–81. http://dx.doi.org/10.17759/pse.2018230106.

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The paper describes the methodology and experience of conducting independent evaluations of the development of general professional competencies in students (future teachers) and their compliance with the requirements of the professional standard for teachers as well as the federal state educational standards for general education. The system of independent evaluation of professional competencies in students of teacher training programmes was tested twice within the project of modernization of teacher education with the assistance of participating universities. The evaluation involved more than 6300 students in 51 universities of the Russian Federation. It is argued that this evaluation helps to create competency-based individual and group profiles for future teachers and to assess how effective the university is in training students in accordance with the requirements of the professional standard for teachers.

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Kolokotronis, Alexander. "A new left teachers’ union: participatory democracy and the 1970s New Haven federation of teachers." Labor History 62, no. 2 (March 4, 2021): 166–85. http://dx.doi.org/10.1080/0023656x.2021.1897091.

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Kurneshova, L. Y., D. V. Dydzinskaya, N. B. Tralkova, and A. Ye Karma. "Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation." Психологическая наука и образование 21, no. 4 (2016): 5–18. http://dx.doi.org/10.17759/pse.2016210402.

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The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

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Leifa, Andrey Vasilevich, Natalia Nikolaevna Dvoeriadkina, Tatiana Aleksandrovna Yurieva, and Natalia Anatolevna Chalkina. "Methodology for the formation of university teacher readiness for the digitalization of the educational process." SHS Web of Conferences 101 (2021): 03019. http://dx.doi.org/10.1051/shsconf/202110103019.

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The article discusses the methodology of forming the teacher's readiness to use the electronic educational environment by immersion technology. The relevance of the study is determined by the challenges of our time. During the pandemic, all educational institutions of the Russian Federation had to switch to distance learning for students. Which presupposes possession of digital technologies by all participants in the educational process. To bridge the «digital divide» in the student-teacher relationship, a methodology has been developed to improve the qualifications of the teaching staff, which allows them to organize their professional activities using digital technologies. The leading method of researching this problem was a pedagogical experiment conducted among teachers and students, which made it possible to identify a positive trend in the willingness of teachers to use the capabilities of the University's electronic information and educational environment based on the results of the proposed methodology. The article clarifies the structure of a teacher's readiness to use the electronic information and educational environment of an educational organization, substantiates the effectiveness of the methodology for the formation of readiness using immersion technology.

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Андрюкова, Д., D. Andryukova, Н. Виноградова, and N. Vinogradova. "Analysis of the Possibilities for the Implementation and Formation of Leadership Qualities among Teachers in the Modern Educational Environment." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 3 (September 24, 2019): 80–83. http://dx.doi.org/10.12737/article_5d88829847d773.58402932.

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In modern socio-cultural conditions, there is a request for professional growth of the teacher. It is confirmed by the decree of the President of the Russian Federation (5) and teachers (1). The problem is to increase the number and level of complexity of the requirements for teachers and the lack of theoretical and practical information base for both working and future teachers. The purpose of the study: to develop a Handbook designed to help in the possible implementation of the request for professional growth of the teacher, the formation of the teacher-leader. Research problem: 1) to study the features of teachers ' perception of the phenomenon of leadership and understanding the role of a leader for a teacher within his profession. 2) to analyze the difficulties in the pedagogical sphere, relevant at the moment. 3) the opinions of teachers about the specifics of their profession are revealed. The topic of the phenomenon of leadership in the pedagogical sphere and improving the quality of education was considered in the works of M. Barber, M. Murshed [2], I.B. Bicheva, O.M. Filatova [3], S.S. Lutkin [4], I.L. Feldman [6], S.N. Yaroshenko [7].

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Buzykova, Yu S., and E. S. Gafiatulina. "Digital teacher competencies and their indicators." Transport Technician: Education and Practice 1, no. 4 (November 24, 2020): 278–82. http://dx.doi.org/10.46684/2687-1033.2020.4.278-282.

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The implementation of the national program “Digital Economy of the Russian Federation”, the use of distance technologies in the educational process require teachers to have digital competencies. At the moment in the Russian Federation, there are no formulations of digital competencies of a teacher. Although different models of digital competencies and skills have been created, they are rather complementary to each other. An organization can integrate a ready-made model, but it may not fully meet all the characteristics of the organization, its architecture and internal structure. In Russia, in the field of education, the formulation of digital competencies is spontaneous. In Russian science, digital competence refers to the use of digital technologies in professional activities, training, and social communications. Digital competencies are skills for effectively solving problems of a professional, social, personal nature using various types of information and communication technologies. Using the Delphi peer review method, the authors developed the teachers digital competencies and their indicators. The value of the results obtained lies in the fact that when conducting competitive procedures for filling vacant teacher positions, it is possible to assess the level of formation of digital competencies.

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Paige, Mark A., and Audrey Amrein-Beardsley. "“Houston, We Have a Lawsuit”: A Cautionary Tale for the Implementation of Value-Added Models for High-Stakes Employment Decisions." Educational Researcher 49, no. 5 (May 26, 2020): 350–59. http://dx.doi.org/10.3102/0013189x20923046.

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Until recently, legal challenges to the use of value-added models (VAMs) in evaluation and teacher employment decisions in federal court had been unsuccessful. However, in May 2017 a federal court in Texas ruled that plaintiff-teachers established a viable federal constitutional claim to challenge the use of VAMs as a means for their termination in Houston Federation of Teachers v. Houston Independent School District. Houston represents a significant departure from prior federal court rulings that upheld the constitutionality of VAMs to terminate teachers on the basis of poor performance. The Houston court found that the districts’ refusals to release the underlying data of VAM ratings used to terminate those teachers violated the teachers’ procedural due process rights. By denying access to the code, teachers could not protect against the government’s making a mistaken deprivation of their property right to continued right to employment. The authors discuss Houston and its potential impact, limitations, and significance.

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Urban, Wayne J., and Dickson A. Mungazi. "Where He Stands: Albert Shanker of the American Federation of Teachers." History of Education Quarterly 36, no. 4 (1996): 533. http://dx.doi.org/10.2307/369802.

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Vasilieva, L. V., K. V. Lebedev, and E. S. Sumenova. "Medium-term forecast of the age structure of teachers in secondary schools in the Russian Federation." Education and science journal 23, no. 2 (February 13, 2021): 140–69. http://dx.doi.org/10.17853/1994-5639-2021-2-140-169.

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Introduction. The trend of teaching staff aging in secondary schools is evident in many countries. A negative consequence of this is the growing gap between the personal resources of teachers and the requirements of the profession. Solving the problem of maintaining an optimal age structure involves studying its dynamics and forecasting its development in order to develop measures for personnel planning. The present paper presents the results of the analysis of the current age structure of teachers in the regional context (in the subjects of the Russian Federation) and develops a forecast for its development.The aim of the current research was to present the results of the development of a medium-term (until 2024) forecast of the age structure of teachers in the subjects of the Russian Federation.Methodology and research methods. The research was based on a general scientific methodology applying a systematic approach and the methods of statistical analysis, comparison, generalisation, systematisation, structuring, interpretation, extrapolation, forecasting, and graphical representation of data. The authors analysed the data in official statistics of the Russian Federation and the Organisation for Economic Cooperation and Development. The provisions of normative and legislative documents in the field of strategic regulation of education in the Russian Federation, scientific publications of Russian and foreign researchers in the Scopus, Web of Science, and Science Index databases were investigated as well.Results. The authors identify and highlight the factors, which have the most significant impact on the current state of personnel support for educational activities in the world. The analysis of age-specific teacher characteristics in cross-country comparison is performed. The assessment of age structure of general education teaching personnel in Russia as a whole and at the regional level is carried out. The forecast for its development for the period up to 2024 is developed. Scientific novelty. The conceptual feature of the present study lies in the view of the trends in the development of age cohorts in homogeneous groups. The approach employed allows for increasing the accuracy of forecasting of teacher demand, taking into account the specifics of regional demand.Practical significance. Taking the specifics of the regions into consideration, it will be possible to improve the quality of education. The results of the research can be used by specialists in the course of conducting international research, planning teacher training, and developing measures to enhance the prestige of teaching profession and to stimulate the influx of young personnel to schools at the Federal level and in the regions of the Russian Federation.

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Margolis, A. A. "Teacher Performance Evaluation: A Review of Best Foreign Practices." Психологическая наука и образование 24, no. 1 (2019): 5–30. http://dx.doi.org/10.17759/pse.2019240101.

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The paper provides a review of modern foreign systems of evaluating teaching skills and teacher performance. It is argued that the evaluation of professional activities in teachers becomes an effective tool of performance improvement only in the context of professional growth and continuing education. The paper outlines the typology of teacher evaluation forms according to the aims and tasks; normative grounds; tools employed; subject of evaluation. The following key international studies on effective teacher evaluation methods are analysed: ETC (2008), The Sutton Trust (2013), MET (2009-2013).The paper describes the best practices in teacher performance assessment for future teachers (graduates of teacher training programmes) developed within EdTPA, PPAT, TAA, MCTE.Also, the paper addresses the issue of teacher certification on the basis of professional standards such as NBPTS (1987) and APST (2013).Finally, some recommendations are given on how to evaluate teacher performance in the context of the establishment of the national system of teacher growth in the Russian Federation.

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Molchanova, Lyudmila, Alesya Kuznetsova, and Elena Nikitina. "Overcoming teacher burnout at special needs educational institutions: resources for reflection and on the meaning of life." E3S Web of Conferences 210 (2020): 18055. http://dx.doi.org/10.1051/e3sconf/202021018055.

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Background. Psychological practice has specified the need to search for resources for overcoming burnout that are reflective and meaningful – that help teachers explore the meaning of their lives – defining corrective and preventive measures for reflective and meaningful regulation. Objective. To study the reflective and meaningful regulation of teacher burnout at special needs educational institution and to evaluate its effectiveness. Design. Twenty teachers from a special needs educational institution in Kursk, Russian Federation, participated in an experimental study. The researchers took measurements at two time points, baseline and follow-up. At baseline, we made a diagnostic assessment of the teachers’ burnout, life principles, and reflectivity and searched for correlations among these indicators. At follow-up, we evaluated the teachers’ burnout after a program of reflective and meaningful training for prophylaxis and overcoming of burnout. Results. We demonstrated empirically that Communicative Reflection, Process of Life, and Locus of Control–Life were personal resources for overcoming teacher burnout at the special needs educational institutions. Conclusion. eflective and meaningful training program for prophylaxis and overcoming of teacher burnout at a special needs educational institution was developed, tested, and found to be effective.

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Vorontsova, Anna V., Dmitry B. Vorontsov, Anna G. Samokhvalova, Elena V. Tikhomirova, and Oksana N. Vishnevskaya. "ANALYSIS OF A UNIVERSITY TEACHER’S METHODOLOGICAL READINESS FOR DISTANCE LEARNING." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 88–99. http://dx.doi.org/10.20323/1813-145x-2020-5-116-88-99.

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The article is devoted to the description of the results of a study of the methodological readiness of a university teacher to organize the educational process by means of distance learning. The purpose of the research is to identify significant characteristics of the methodological readiness of a university teacher to use distance tools in connection with the coronavirus pandemic. The study involved two groups: the main and control.The main group is 319 people consisted of teachers from Kostroma State University. The control group is 42 people consisted of teachers from more than 10 universities of the Russian Federation. The study allowed us to come to the conclusions:most faculty support university management and find distance education effective; self-esteem of readiness to work in a remote format is high, but this requires an external examination; positive self-esteem correlates with positive expectations regarding student readiness and knowledge of a wide range of distance education tools;most teachers have negative expectations about the decline in the quality of distance education; teachers insufficiently use distance learning tools that provide communication between subjects of education, the means of monitoring and evaluating educational outcomes dominate; adaptation to the current situation coexists with the desire to enter the office mode of operation and abandon distance formats. The article suggests ways of methodological support for the teacher's work in a remote format: developing a universal feedback mechanism and assessing the quality of education in a certain discipline by students; development and implementation of personalized methodological support programs built on a network basis; encouraging teachers to use distance education tools that enable collaboration and communication in the educational process.

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Темняков, Дмитрий, and Dmitriy Temnyakov. "Self-education is one of the forms of improving the professional skill of the teacher." Applied psychology and pedagogy 2, no. 4 (November 13, 2017): 1–6. http://dx.doi.org/10.12737/article_5a0766024a9625.85715137.

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The article reveals the specifics and problems of the qualification requirements for the teacher of a higher education institution within the framework of self-education. Features of self-education of teachers of higher educational institutions at the present stage of reforming the educational system in the Russian Federation are considered. The article analyzes traditionally developed approaches to self-education, advantages and disadvantages of forms of enhancing professional skills through self-education. Recommendations for improving the process of self-education of a teacher of higher education are presented.

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Karaseva, L. A., and A. A. Okhrimenko. "Wage Dynamics of Vocational Education Employees in Far North." Scientific Research of Faculty of Economics. Electronic Journal 11, no. 3 (September 28, 2019): 18–37. http://dx.doi.org/10.38050/2078-3809-2019-11-3-18-37.

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The article analyzes the dynamics of wages of teachers in the sphere of professional education of the Russian Federation, which was applied to the regions of the far North and equated localities as of 01.01.2018. Analyzed regional features of changes in wages of the teaching staff in 20132018 on two levels of education: elementary and secondary professional education and higher professional education, due to the necessity of execution of the decree of the President of the Russian Federation of May 7, 2012 No. 597 «On measures to implement the state social policy» (hereinafter referred to as the Decree of the President of the Russian Federation 2012). The factors that determined the degree of achievement by 2018 of target indicators on the level of remuneration of teachers of vocational education in the regions of the country are highlighted.

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Golovchin, М. A. "Implementation of the Principle of Decent Wages in Russian Education: Economic and Statistical Study." Voprosy statistiki 28, no. 3 (June 29, 2021): 15–30. http://dx.doi.org/10.34023/2313-6383-2021-28-3-15-30.

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The article presents the results of economic and statistical study assessing the implementation of the principle of decent wages for employees in general education. According to the author, at present, determining the amount of funding for teachers’ salaries is caught in the trap of using the basic criterion defined as the «average salary in the region», which does not allow a significant part of specialists to receive decent remuneration for their work and provokes a high staff turnover. In order to eliminate negative trends, the author proposed adjusting the principle for payment of salaries for school teachers, with an emphasis on increasing the minimum wage rather than the average wage. The study proposes a modified method for calculating the leading coefficient. This indicator makes it possible to correlate the growth rates of teachers' salaries with the basic (starting) conditions prevailing in the regions at the beginning of the implementation of the Decree of the President of the Russian Federation No. 597 of 7 May 2012 «On Measures for the Implementation of State Social Policy» and also takes into account the uneven distribution of the salary fund for school teachers (by comparing the achievement of the May decree target in regions with the number of specialists receiving a minimum salary or less). The modified methodology was tested on statistical data for 83 constituent entities of Russia. The approbation showed that in 2019 11 constituent entities of the Russian Federation could not provide even the minimum conditions for a decent salary for all school teachers (in 2015, they included 3 territories, in 2017 – 13). All the necessary conditions for the implementation of the principle of decent salaries are created only in three constituent entities of the Russian Federation. The conclusion summarizes possibilities of practical use of regional experience in the implementation of the «All included» model (based on the establishment of a single salary for all professional activities in the school) to improve the planning of teachers' salaries in the constituent entities of the Russian Federation.

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Miranda, Mario Luiz, Ursula Ferreira Julio, Michel Calmet, and Emerson Franchini. "Práctica y caracterización de las katas por profesores y árbitros de judo experimentados." Revista de Artes Marciales Asiáticas 5, no. 2 (July 12, 2012): 97. http://dx.doi.org/10.18002/rama.v5i2.113.

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The objective of the present study was to characterize the kata practice among judo teachers, responsible by São Paulo State Federation’s kata competition and grade examinations. A closed questionnaire was applied to 20 teachers (male = 18; female = 2). The sample was 46 ± 10 years-old, with judo practice time of 34 ± 9 years, and graduation 5 ± 1 dan. Practice often varied from 2 (50%) to 4 (30%) sessions per month. Nage no kata was identified as the most performed (78%) and preferred (31%) kata, followed by katame no kata (25%), ju no kata (21%) and kime no kata (12%). Initiation of kata study usually started at the teacher’s dojo (79%) and through courses offered by state federation (21%). Practice is directed to techniques improvement (46%), complementation for judo training (29%), spiritualized/mental practice (14%) and for competition preparation (11%). The following attributes are the most important meanings given for kata: foundation (45%), essence (25%), origin (15%), form (10%) and principle (5%).

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Pershina, Natalia, Marina Shamardina, and Natalia Luzhbina. "Readiness of teachers for inclusive education of children with disabilities." SHS Web of Conferences 55 (2018): 02005. http://dx.doi.org/10.1051/shsconf/20185502005.

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The research problem is a contradiction between the importance and necessity of implementing the ideas of inclusive education on the territory of the Russian Federation and the creation of favorable conditions for the development and education of children with special educational needs, as well as the insufficient level of readiness of the teachers themselves (one of the main subjects of education) to work in this system. The authors of the article propose a new organizational and personal approach to studying the teachers’ readiness for inclusive education of children with disabilities. The authors’ structure of the teacher’s readiness for the development and implementation of inclusive education in children with disabilities is presented. The practical value of this article is the developed diagnostic methods: “Psychological readiness for inclusive education” and “Assessing the formation of an inclusive culture in educational organizations” and a description of the content components of teachers’ readiness for inclusive education.

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O.V., Lingevich. "MODELS OF TEACHERS TRAINING FUTURE TO ORGANIZE EXTRACURRICULAR ACTIVITIES." “Educational bulletin “Consciousness” 22, no. 11 (November 30, 2020): 36–39. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-11-36-39.

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The process of socio-cultural modernization of the general education system primarily determined the structural and substantive development of the educational process of modern schools in the Russian Federation. One of these changes is the consolidation of extracurricular activities as a mandatory component of the main educational programs of general education. The process of staffing the implementation of extracurricular activities of schoolchildren should be based on the experience of preparing future teachers for this type of activity that has developed in the history of education. A periodization of the stages of the formation of the preparation of future teachers for the organization of extracurricular activities of schoolchildren in Russia is proposed: 1) the stage of the emergence of the system of training future teachers for the organization of extracurricular work, the features of which are associated with the formation of a system of training future teachers for the organization of extracurricular activities; 2) the stage of formation of the Soviet system of training future teachers for the organization of extracurricular, extracurricular activities, whose originality was due to the tendency towards the formation of a state model of extracurricular work with children; 3) the stage of evolution of the Soviet system of training students of pedagogical universities for the organization of extracurricular activities, associated with the formation of a practice-oriented approach; 4) the stage of systemic and structural transformations in the preparation of future teachers for the organization of extracurricular work, characterized by the focus of the system of training future teachers in the Russian Federation on the design and organization of the educational process; 5) the stage of modernization of the system of psychological and pedagogical training of students for the organization of extracurricular activities, aimed at the formation of a competence-based approach to the preparation of students of pedagogical universities in the Russian Federation; 6) the stage of standardization of the process of preparing future teachers for the organization of extracurricular activities, which is implemented as part of the formation of modern educational models.

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Fayn, Tatyana A. "Professional development and professional retraining of teachers in the research approach." Pedagogy: history, prospects 3, no. 5 (October 29, 2020): 73–84. http://dx.doi.org/10.17748/2686-9969-2020-3-5-73-84.

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The article deals with the actualization of additional professional pedagogical education, which at the present stage of development of society is considered as the most important resource for the modernization of education in General, is defined as the most important tool for the socio-economic development of the country and regions. The author reveals the modern requirements for professional development of teachers, professional-pedagogical competence which is the main resource to achieve the strategic objectives of the Russian Federation to join the national scope of education in the TOP 10 of the leaders in providing through the creation of state security and a high quality of life for the population. The article shows the relationship between the competence paradigm and the professional standard of a teacher, when the practical reflection of the competence paradigm determines the content and structure of the professional standard of teaching staff, in which labor actions, necessary skills and mandatory knowledge of all functions of the integral pedagogical process (training, education, development) are both a marker of personal self-development for a teacher and a criteria basis for assessing (self-assessment) professional and pedagogical competence. The author presents the research approach as a technology of self-development of teachers based on long-term personal experience of scientific and pedagogical activity and research practice (reflected in scientific and methodological publications). On the basis of the dissertation research (1985), the teacher's readiness to use the research approach in teaching is introduced into scientific and methodological circulation, the content, meaning and significance of such readiness for the self-development of a teacher are described. The results of the work suggest the possibility and necessity of practical use of the research approach in additional pedagogical education in the implementation of additional professional programs of professional development and professional retraining of teachers.

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Christopher, Nkechi M. "Teacher Motivation as a Factor in Language Teaching and Learning in Nigeria." Journal of NELTA 17, no. 1-2 (May 20, 2013): 14–25. http://dx.doi.org/10.3126/nelta.v17i1-2.8089.

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A survey was carried out to investigate the level of teacher motivation, the association between teacher motivation and language learning and teaching, as well as the factors that could impact on them in two states in the Nigeria federation. This study became necessary in order to assess the impact that government efforts, particularly the use of salary incentives, have made in restoring standards in the school system. The view is held that there has been no commensurate improvement in student performance in response to government’s gesture. However, this study indicates that most teachers are more intrinsically than extrinsically motivated in their exhibition of commendable classroom behaviours. Teachers’ claim that they are not motivated to teach is supported by negative assessment of several variables in the teaching/learning environment that are critical in raising and maintaining teacher motivation, teaching efficiency and effective language learning. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 14-25 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8089

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Oduolowu, Esther, and Fatimah Ayodele Oyesomi. "The Effects of Training on Pre-school Teachers Practices in Oyo State, Nigeria." International Journal of Learning and Development 2, no. 5 (September 2, 2012): 25. http://dx.doi.org/10.5296/ijld.v2i5.2333.

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The survey of daycare and nursery schools in Nigeria conducted by National Commission for Colleges of Education in 2004 revealed that teachers are not trained for this level of education and most early years programmes are managed by people who have never been in the classroom. Because of this, Federation of Muslim Women’s Associations in Nigeria (FOMWAN), organized series of training for teachers of pre-schools to improve their quality on child development curriculum interpretation, teaching method and evaluation techniques. This study therefore investigated the teaching practices of those preschool teachers exposed to the training in Ibarapa East Local Government Area of Oyo State. It adopted the descriptive survey research design. Thirty two pre-school teachers participated in the study. Two instruments titled “Pre-school Teachers Teaching Practices Questionnaire” (PTTPQ) and “Pre-school Teachers Observation Schedule” (PTOS) were used to gather relevant data. Findings of the study revealed the pre-school teachers used teacher-centred method of teaching with few materials provided. It was also revealed that the pre-school teachers used the new curriculum but did not encourage hands-on activities in learning the content of the curriculum. Among others, it was recommended that trained pre-school teachers should be recruited to teach in the pre-schools and workshops should be organized to train and re-train those on the job regularly on pedagogy.

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Smaller, Harry. "Teachers and their Times: History and the Teachers Federation20131Denis Fitzgerald. Teachers and their Times: History and the Teachers Federation. Sydney: University of New South Wales Press 2011." History of Education Review 42, no. 1 (June 21, 2013): 101–2. http://dx.doi.org/10.1108/08198691311317723.

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Savina, N. V., G. E. Ozhogova, and I. N. Rasskazova. "Personal determinants of competence of interaction with other people among preschool and primary education teachers." SHS Web of Conferences 87 (2020): 00062. http://dx.doi.org/10.1051/shsconf/20208700062.

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The article substantiates the importance of including several groups of universal competencies, reflecting the integral competence of interaction with other people, into the Federal State Educational Standards of Higher Education (FSES HE) of the Russian Federation. The article presents the results of studying the determinants of personality in this aspect – empathy, proneness to conflict, and tolerance among teachers of primary and preschool education, as well as the positions of their professional and pedagogical activities. The prospects for eliminating the identified deficiencies are shown both at the stage of training a future teacher at a university and in professional activity.

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Denisova, Irina V., and Viktoria A. Lyu-Ku-Tan. "Director of the Belgorod Teachers Institute Dyakonov Petr Alexandrovich – teacher, historian and public figure of the Kursk, Tambov and Kharkov Governorates." Tambov University Review. Series: Humanities, no. 192 (2021): 185–96. http://dx.doi.org/10.20310/1810-0201-2021-26-192-185-196.

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Reconstruction of the biography is a form of historical analysis. Based on the tools of the historical and biographical method, an attempt is made to restore the biography of the historian, teacher, public figure and director of the Belgorod Teachers Institute from 1913 to 1918 – Petr Alexandrovich Dyakonov (1857 – after 1918). Based on the results of research work with published statistical and reference-legal and unpublished historical sources from the funds of the Russian State Historical Archive, State Archive of the Russian Federation, Central State Historical Archive of St. Petersburg, State Archive of the Belgorod Region, scientific biography and main stages of professional development of P.A. Dyakonov are reconstructed. Data are restored and his activity in educational and public institutions is analyzed: Tambov Governorate, work in a position of the ruler of Affairs of the Tambov Scientific Archive Commission, Volchansk Teacher Seminary of the Kharkiv Governorate, Directorate of Public Schools of the Don Army Region and Tambov Governorate and Belgorod Teacher Institute of the Kursk Governorate is considered in detail. We analyze the activity of the Belgorod Teachers Institute in the pre-revolutionary years. The list of teachers of the Teachers Institute in Belgorod for 1916 is restored. According to the re-sults of research activities with the funds of the Belgorod State Museum of Local History, a por-trait image of P.A. Dyakonov is identified.

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Сморчкова, В., V. Smorchkova, К. Сумнительный, and K. Sumnitel'nyy. "Modern Pedagogical Technologies As a Tool of Modeling of Professional Activity in Educational Process of Pedagogical College." Profession-Oriented School 5, no. 6 (December 18, 2017): 34–39. http://dx.doi.org/10.12737/article_5a210a6619bbc8.07824619.

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In article the urgency of development of modern educational technologies by teachers of pedagogical colleges is justifi ed. Relevance is considered as part of the philosophy of education, and in the context of legislative changes enshrined in the law “On education in the Russian Federation” and the FSES at all levels. We considered two aspects of this process: educational technology used in teaching, and support of college students in the selection of complex educational technologies to replenish professional tools for future teachers. The factors which prevent not only the process of implementation of pedagogical technologies in educational process of pedagogical colleges, but also in the practice of General education are considered. The measures to facilitate the organization of such a process are off ered and criteria that can be used both for the selection of the most eff ective for teaching in a teacher training college, and for the creation by future teachers of their own complex of pedagogical technologies are given.

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Goncharov, Vitaly Viktorovich, Tanzila Savarbekovna Chabieva, Daria Aleхandrovna Gurnina, Inessa Makedonovna Kalyakina, Olga Vladimirovna Saradzheva, and Nadezhda Konstantinovna Gavrilieva. "Joint stock companies as an object of public control in the Russian Federation: socio-economic and legal analysis." LAPLAGE EM REVISTA 7, Extra-B (May 12, 2021): 1–6. http://dx.doi.org/10.24115/s2446-622020217extra-b838p.1-6.

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The purpose of the current study is to examine whether “learning by Zoom” or e-learning was a short-term temporary solution or whether there is a real chance that distance teaching and learning will become a teaching technique in the post-COVID era. What is teachers’ personal preference for e-learning with regard to interpersonal interaction with the students, the benefits of e-learning for students, as well as interest, order, organization, and clarity in teaching. Moreover, the effectiveness of e-teaching was examined from a multicultural perspective – at schools in Israel, the hi-tech state, and in Belarus, where the culture of the book is a major symbol. We explored the perceptions of teachers in Israel and in Belarus on four measures: personal preferences, advantages and disadvantages for teaching and learning, measures of good teaching (interest, order, and organization), and interpersonal interactions between the teacher, the students, and the faculty. E-teaching is not an alternative for traditional education but does generate a new reality that facilitates great improvements and advantages but produces new challenges for the educational system.

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Tucker, Eric. "BC Teachers’ Federation v British Columbia: The Supreme Court Takes a School Holiday." Relations industrielles 73, no. 3 (November 7, 2018): 603–16. http://dx.doi.org/10.7202/1053843ar.

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Summary Constitutional labour rights in Canada now protect workers’ freedom to organize and bargain collectively and to strike. These associational freedoms are especially important for public sector workers, the most frequent targets of legislation limiting their freedoms. However, the Supreme Court of Canada judgments recognizing these rights and freedoms have also introduced important ambiguities about their foundation, scope and level of protection. This brief comment locates these ambiguities in the context of Canada’s political economy and industrial relations regime, which are beset by contradiction and conflict. It then explores the origins and development of the jurisprudential ambiguities in constitutional labour rights through a survey of recent Supreme Court of Canada’s labour rights judgments, including most recently British Columbia Teachers’ Federation and British Columbia (2016).

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Nolan, Janet. "A Patrick Henry in the Classroom: Margaret Haley and the Chicago Teachers’ Federation." Éire-Ireland 30, no. 2 (1995): 104–17. http://dx.doi.org/10.1353/eir.1995.0042.

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Feder, June. "Psychologists working for unions: Developing the United Federation of Teachers' Victim Support Program." Professional Psychology: Research and Practice 28, no. 5 (1997): 422–24. http://dx.doi.org/10.1037/0735-7028.28.5.422.

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Margolis, A. A., and M. A. Safronova. "The Project of Modernisation of Teacher Education in the Russian Federation: Outcomes 2014—2017." Психологическая наука и образование 23, no. 1 (2018): 5–24. http://dx.doi.org/10.17759/pse.2018230101.

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The project of modernization of teacher education was initiated by the Ministry of Education and Science of the Russian Federation in 2014 and was carried out in two stages: the first one in 2014—2015 and the second one in 2016—2017. This full-scale project comprised 33 projects covering the modernization of all main programmes of teacher training (bachelor’s, master’s, PhD) in “Education and Pedagogical Sciences”. The project was implemented by 65 higher education organizations located in 51 subjects in 8 federal districts of the Russian Federation. Expert and analytical support in the course of the project implementation was provided by interregional Resource Centers established in the Moscow State University of Psychology and Education, the project operator, and in the National Research University Higher School of Economics, the co-operator; also, a new website педагогическоеобразование. рф was created for the purposes of project assistance. A new model of designing modules of basic professional educational programmes was developed and tested during the project implementation that incorporates activity and practice-oriented approaches into teacher training. Following the results of each stage of the project, an independent evaluation of professional competencies and their compliance with the requirements of the professional standard for teachers was carried out in students using a specially developed technique. All in all, more than 6300 students from 51 Russian universities participated in this independent evaluation.

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Landsbergis, Paul A., Elina Shtridler, Amy Bahruth, and Darryl Alexander. "Job Stress and Health of Elementary and Secondary School Educators in the United States." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 30, no. 3 (September 16, 2020): 192–203. http://dx.doi.org/10.1177/1048291120956369.

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Elementary and secondary school educators face many work stressors, which appear to be increasing due to economic, political, and social trends. Therefore, we analyzed data from a 2017 national American Federation of Teachers survey of U.S. education staff, including data from two New York School districts that have adopted collaborative labor-management practices. The national American Federation of Teachers sample of educators reported significantly higher prevalences of several work stressors and poorer physical and mental health compared to the U.S. workers overall, adjusted for age, gender, and race/ethnicity. Compared with educators nationally, educators in districts with collaborative labor-management practices did not have a consistently higher or lower prevalence of work stressors or poorer health. Findings suggest the importance of reducing work stressors among U.S. educators. Results should be interpreted with caution due to the low educator survey response rate.

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Toloudis, Nicholas. "How Local 192 Fought for Academic Freedom and Civil Rights in Philadelphia, 1934-1941." Journal of Urban History 45, no. 5 (June 5, 2018): 941–60. http://dx.doi.org/10.1177/0096144218778552.

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While historians have often discussed the American Federation of Teachers’ (AFT) expulsion of three of its locals in 1941 due to their Communist affiliations, only the two New York unions have been the subjects of sustained scholarly attention. This article examines AFT Local 192, the Philadelphia Teachers Union, during its heyday between 1934 and 1941. Using archival documents and newspaper accounts, it argues for the significance of Local 192 as an example of social justice unionism, combining commitments to robust advocacy of classroom teachers in city and state government, fighting for racial equality, and fostering deep social networks with the families whose children appeared in union teachers’ classrooms.

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Andrushchenko, T. Y., E. V. Arzhanykh, V. L. Vinogradov, S. A. Minyurova, I. N. Fedekin, and A. A. Fedorov. "Issues of Professional Adaptation in Young Teachers." Psychological-Educational Studies 9, no. 2 (2017): 1–16. http://dx.doi.org/10.17759/psyedu.2017090201.

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The article discusses some issues of professional adaptation in young teachers. Basing on the outcomes of the questionnaire completed both by young and experienced teachers (490 subjects) in 6 districts of the Russian Federation and on the interviews conducted with school administrators the authors explore the challenges that young teachers face in their work, the kinds of support they receive, and the extent of their satisfaction with the existing system of professional adaptation. Among the most frequently reported were difficulties with paperwork, problems with capturing students’ attention, difficulties in applying individual approach in education. Currently, the practices of support of young teachers in schools cannot be considered sufficient enough in terms of ensuring high levels of adaptation. However, young teachers generally appreciate the support they receive, especially the assistance and guidance they get from their more experienced colleagues.

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Valuyskov, N. V. "On juvenile crime and the concept of juvenile criminal policy." Russian Journal of Legal Studies 2, no. 4 (December 15, 2015): 93–100. http://dx.doi.org/10.17816/rjls18083.

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Examines concepts, status, trends, key factors of juvenile delinquency and juvenile criminal policy. This article uses the results of the author in 2010, and 2013 surveys of experts including researchers and teachers of criminal law and criminology, Federal statistics juvenile crime and crimes committed against minors, the content analysis of state reports on the situation of children in the Russian Federation. Introduces and justifies the proposal to adopt the Concept of juvenile criminal policy and the establishment of the State Commission on juvenile Affairs under the President of the Russian Federation.

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V. Markhgeym, Marina, Alevtina E. Novikova, Evgeniy E. Tonkov, Vladimir I. Yevtushenko, and Goar G. Zagaynova. "CONSTITUTIONAL AND LEGAL ASPECT OF THE LEGAL EXPERIMENT OF MIGRATION REGULATION IN THE RUSSIAN FEDERATION AND GERMANY." Humanities & Social Sciences Reviews 7, no. 5 (November 3, 2019): 1031–34. http://dx.doi.org/10.18510/hssr.2019.75137.

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Purpose: The article is devoted to the study of the features of the migration policy implemented in the Russian Federation as a kind of legal experiment. Methodology: The methodological basis of the study was a set of the following methods of scientific knowledge – General scientific methods (analysis and synthesis), private scientific methods (formal legal and comparative legal). Result: The author analyzes normative acts, including by-laws of both the Russian Federation and its constituent territories. The analysis of the existing regulatory normative approaches to the regulation of migration in Germany is also given. At the same time, the author offers his vision of the possible implementation of German law in the Russian Federation. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Constitutional and Legal Aspect of the Legal Experiment of Migration Regulation in the Russian Federation and Germany is presented in a comprehensive and complete manner.

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Gracheva, L. Yu, E. R. Bagramyan, М. N. Tsygankova, Т. Ts Dugarova, and N. N. Sheveleva. "Teacher Professional Development Models and Practices in Foreign Educational Systems." Education and science journal 22, no. 6 (August 12, 2020): 176–200. http://dx.doi.org/10.17853/1994-5639-2020-6-176-200.

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Introduction. The formation and implementation of the national teacher growth system (NTGS) in the Russian Federation involves global practices, which are based on effective teacher professional development models. The present research analyses approaches and models used in the training and continuing professional development of teachers in Hong Kong and Finland.The aim of the current article is to identify the meaningful issues of the formation of a teacher growth national system in the context of the best foreign experiences, as well as to reveal the possibilities, which allow applying these effective experiences to Russian realities.Methodology and research methods. In the course of the study, the authors relied on a socio-cultural approach to the organisation of the additional professional pedagogical education, the concept of continuing and non-formal learning throughout life, as well as methodological approaches and methods developed and applied in comparative pedagogy. Understanding and summarising the content of the research materials was carried out on the basis of a comparative retrospective analysis with a search depth of 10-12 years.Results. The analysis of effective models of teacher professional growth and development in Hong Kong and Finland has revealed the following similar positions: strict selection rules and requirements for teaching major and specialties; expanding the component of teaching practice in the learning process; inclusion of the research-based component in training programmes at university and post-graduate levels of teacher professional development; actualisation of the problems concerning specific groups of teachers; creation of continuing (life-long) teacher professional development systems; awareness of the special relevance of “entry into the profession” programmes as a dynamically developing component in the teacher continuing professional growth; creation of specific motivation mechanisms for successful professional teaching activities, which are based on national historical and cultural characteristics and values.Scientific novelty. The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. The peculiarities of teacher professional development practices, which are widespread in Anglosphere, are revealed in terms of Hong Kong realities. The motivation mechanisms for effective teacher professional activities, which are based on national cultural and historical values, have been described. The similarities and differences in the application of these mechanisms are demonstrated.Practical significance. The results and conclusions of the research undertaken by the authors can be put into the basis for further reforms aimed at the formation and implementation of the teacher growth national system in the Russian Federation. Also, these research findings have important implications to create the mechanisms for adapting teachers to changes and to increase their motivation for continuing professional growth.

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Kuznetsov, Mikhail N. "IN MEMORY OF HONORED SCIENTIST OF THE RUSSIAN FEDERATION, DOCTOR OF LAW PROF. V.K. PUCHINSKY." RUDN Journal of Law 24, no. 1 (December 15, 2020): 203–18. http://dx.doi.org/10.22363/2313-2337-2020-24-1-203-218.

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This article provides an overview of a number of abstracts and reports made and printed in printed form on the topics of scientists, practitioners, graduate students, undergraduates, students from Russia, Azerbaijan, Belarus, Brrmany, Kenya, indicated in the title of the conference, China, Moldova, Panama and Syria. The review is preceded by a brief, but capacious disclosure of the scientific personality of V.K. Puchinsky, as a scientist, thinker and teacher, prepared on the occasion of the Forum by the employees of the Department of Civil Law and Process and International Private Law of the Law Institute of the Peoples' Friendship University of Russia. Promising research areas were identified by the teachers of the department on relevant topics in the areas of protecting the rights and legitimate interests of financial market participants, introducing digital technologies, developing social entrepreneurship, private law interests in the international arena and traditionally civil legislation of Latin America.

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Zajda, Joseph, and Ken Smith. "Secondary History Teachers’ Responses to Historical Narratives in School History Textbooks: The Russian Federation." Educational Practice and Theory 35, no. 2 (January 1, 2013): 27–61. http://dx.doi.org/10.7459/ept/35.2.04.

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Journal articles on the topic 'Teachers' Federation'

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